What next? 150 Oxford academics refusing to teach because the Rhodes statue wasn’t taken down, Churchill College, Cambridge is considering changing the name of the College to make it more “inclusive”, and students at Magdalen College Oxford have taken down a portrait of the Queen due to her links with colonialism.
Brilliant response from the Leader of the House of Commons Jacob Rees-Mogg. Very reassuring. This sort of nonsense needs to be nipped in the bud.
This week I wrote my weekly column on why we desperately need to start properly assessing prisoners for special educational needs (SEND) when they come into the system.
In the Education Select Committee on Tuesday we were discussing prison education with the heads of a number of charities, and I wanted to ask about SEND. Data reports that 30% of prisoners have learning difficulties. When I asked around the individual witnesses, there was consensus that this figure is a drastic underestimate given that it relies on self-reporting when an offender comes into prison.
I believe we need to do proper assessments to get a much more accurate picture.
There are two reasons for this. Firstly, if we have an accurate picture of the numbers of those coming into prison with SEND from early on in their sentence, then we will be able to tailor prison education directly to those offenders throughout their time behind bars. Education in prison is a crucial aspect of the rehabilitation of our prisoners and the goal that when they come out they might contribute to society in more valuable ways than they previously had done. It is therefore very important that we get this right.
Secondly, and what I believe is of the greatest importance, if we get a more accurate depiction of the levels of SEND amongst the prison population, then we might be more fully aware of the implications of the underfunding of SEND in our education system today. Until we get every person tested, then we won’t know the true scale of the problem and how to move forward.
As someone with dyspraxia and dyslexia myself, I know how fortunate I was to have been diagnosed early on at school and get the support I needed to go on and excel in my education. When I was 12 I actually had the reading and writing age of an 8 year old and I myself at that point in my life wasn’t happy with my situation. I was often angry that no one seemed to understand me and couldn’t understand why I was different from my peers and falling behind everyone else.
For people who aren’t diagnosed, the fact that their poor school attainment is often attributed to inattention, distractibility, or laziness can negatively reinforce behaviours and ensure these children are left behind. If someone feels that the system is failing them as an individual then it is not surprising that over time they turn against the system; it is not surprising that there is this link. We desperately need to make sure that this doesn’t continue to happen.
When it comes to providing first class support for SEND, while not everything is about money, making sure we have sufficient resources going in at every stage isn’t just the right thing to do at a moral level, but at a societal level as well. Ultimately it is unmet needs which makes it more likely that these people end up in the criminal justice system. It is not just bad for society, but for the exchequer in the long run as well.
Get it right and you can utilise the talents of unconventional thinkers which is great for our society. Get it wrong and you end up with more people in the criminal justice system.
A few weeks ago, I received a letter from Sammy Steven who is a customer at the Papworth trust on Foundation St in Ipswich, which is a trust which does fantastic work supporting the disabled community in Ipswich and adults with learning disabilities. When the lockdown started, they were very down and didn’t know how they would cope. Because of the exceptional work done by the staff and volunteers they made it work and they created a lockdown journal. They became journalists and wrote about their experiences so they will remember them forevermore and they also tried new things. They became poets and music instructors. I asked Jacob Rees-Mogg if the Government would find time for us to debate in the House of Commons how we fund and how we structure these services to support adults who have got learning disabilities, but also to focus on what they can do positively, not always on what they can’t.
Jacob Rees-Mogg responded by saying that we should always think about what people can do and we should always be positive as a society. He told me that he was glad to hear about the work of the Papworth Trust. He acknowledged that organisations like this are a lifeline of support for some of the most vulnerable in our communities and everything that can be done to support them should be done.